Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-16T17:55:02Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Carlos Fabiano de Souza.pdf: 2100997 bytes, checksum: dfb90abae1ff5347ce334bf6fb76735f (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-06-06T15:05:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Carlos Fabiano de Souza.pdf: 2100997 bytes, checksum: dfb90abae1ff5347ce334bf6fb76735f (MD5) / Made available in DSpace on 2017-06-06T15:05:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Carlos Fabiano de Souza.pdf: 2100997 bytes, checksum: dfb90abae1ff5347ce334bf6fb76735f (MD5) / Instituto Federal Fluminense, Campus Cabo Frio, Cabo Frio, RJ / Este estudo tem por objetivo investigar a fala do professor de inglês sobre a sua atividade em cursos livres de idiomas (CLIs), trazendo à tona as imagens discursivas (DEUSDARÁ, ROCHA, 2006) que ele constrói sobre o seu trabalho e sobre si em instituições dessa natureza. Isso implica em desvendar os sentidos e a materialização, recuperados por meio do fio discursivo, do debate que perpassa a relação: formação e experiência/trabalho prescrito e trabalho real (GUÉRIN et al, 2001). Os pressupostos teórico-metodológicos que ancoram esta pesquisa se constituem na interlocução entre linguagem e trabalho. No que se refere aos estudos do trabalho, nosso aporte foi construído a partir de conceitos da Ergonomia Situada (LAVILLE, 1977; VIDAL, 1998; GUÉRIN et al, 2001) e da Ergologia (SCHWARTZ, 2010). No campo dos estudos de linguagem, nossa lente de análise debruçou-se sobre a concepção dialógica (BAKHTIN [VOLOSHÍNOV], 2009; 2011), em diálogo com a perspectiva de Análise do Discurso de base enunciativa (MAINGUENEAU, 1997; 2008a; 2008b; 2009; 2013; 2015). Nessa interface, privilegiou-se a fala sobre o trabalho (LACOSTE, 1998). Para a análise e interpretação dos excertos discursivos produzidos por uma professora licenciada e um professor não licenciado que lecionam inglês em CLIs, por meio do evento entrevista (DAHER, 1998), elaboramos um roteiro sistematizado em três blocos temáticos, quais sejam: (1) saberes da formação; (2) saberes da experiência; (3) tensão entre o trabalho prescrito e o real. Os resultados obtidos sinalizaram para o trabalho do professor enquanto uma construção permeada pela formação e pela experiência, em um processo inacabado, dinâmico, vivo, em que os valores que circulam na situação de trabalho desempenham um papel preponderante na construção e reconstrução de novos saberes, por meio do debate de normas. Além disso, a análise dos excertos também nos permitiu recuperar, por meio das imagens discursivas, dois tipos de étos de professores operando em situação de trabalho nesses ambientes de ensino e aprendizagem de LE, evidenciando, assim, maneiras singulares de ser/estar na profissão / This study aims at investigating the speech of the teacher of English about his/her activity within Private Language Courses (PLCs), revealing the discursive images (DEUSDARÁ, ROCHA, 2006) that they construct about their work and about themselves at institutions of that nature. That implies unveiling the meanings and the materialization, extracted from discursive resonances, of the debate which go through the relation: education and experience/prescriptive work and real work (GUÉRIN et al, 2001). The theoretical-methodological assumptions that support this research lie in the interlocution between language and work. With regard to the studies on work, our approach was built by concepts from Situated Ergonomics (LAVILLE, 1977; VIDAL, 1998; GUÉRIN et al, 2001) and Ergology (SCHWARTZ, 2010). In the field of language studies, our focus of analysis was based upon the Dialogical Conception (BAKHTIN [VOLOSHÍNOV], 2009; 2011), in dialogue with the Discourse Analysis perspective on enunciative basis (MAINGUENEAU, 1997; 2008a; 2008b; 2009; 2013; 2015). Within this interface, we gave preference to the speech about work (LACOSTE, 1998). To analyze and interpret the discursive excerpts produced by a female graduate teacher and a male non-graduate teacher that teach English at PLCs, through the event interview (DAHER, 1998), we elaborated a systematized guideline framed as a three thematic chart, i.e.: (1) knowledge from education; (2) knowledge from experience; (3) tension between the prescriptive work and real one. The analyses point to the work of the teacher as a construction encompassed by teacher education and experience, within an unfinished, dynamic and live process, in which the values that circulate in the situation of work play a major role in the construction and reconstruction of new pieces of knowledge, by means of debate of norms. Thus, by investigating the excerpts we had access, through the discursive images, to two sorts of ethos of teachers functioning in the situation of work at those environments of teaching and learning of foreign language, revealing unique ways of being within the profession

The diploma thesis deals with tandem method in teaching Czech as a foreign language. It is a language learning in pairs or in a small group of students with different mother languages. The thesis consists of two parts, theoretical and empirical. In the theoretical part social, didactic and lingvodidactic ways out of tandem method are described and we also specified the method. The summary of examples of the successful application of the method abroad and in the Czech Republic points to other possibilities of its utilization in our country. We organized lessons with using tandem method to do research. A questionnaire survey was used to obtain data. Basic benefits and limits of the method were found based on the data collection. For those interested in the method we form lingvodidactic recommendation for application of the method in teaching. We also propose the specific practical areas in which the method can be used. Keywords Czech as foreign language, teaching method, tandem learning, group work, cross-border cooperation.

Cette recherche porte sur l’écriture d’une profession, celle des éducateurs spécialisés, réputée être en délicatesse avec l’écrit. Dans cette profession le langage, sous forme orale ou écrite, EST le travail. Depuis le début des années 2000 le secteur médico-social qui lui sert de cadre est confronté, via la mise en place de la Nouvelle Gestion Publique, à la montée du scripturaire. Cette recherche interroge la prétendue « tradition orale » dont se revendiquent les professionnels du secteur médico-social et l’examine comme un problème écran. A partir des contraintes (naturelles, non naturelles, narratives et langagières) qui pèsent sur l’écriture professionnelle des éducateurs, la recherche s’organise en deux parties. La première dresse un cadre conceptuel destiné à interroger le terrain en se fondant sur un parcours à travers l’histoire, les mots, les savoirs et le langage du travail éducatif en se référant aux travaux de Michel Foucault, Georges Canguilhem,Paul Ricoeur. La deuxième partie donne la parole aux scripteurs et aux documents à partir d’un terrain constitué par une population de 389éducatrices et éducateurs spécialisés intervenant au sein d’une association gestionnaire de 60 établissements et services accompagnant des personnes en situation de handicap. In fine cette recherche entend ouvrir des perspectives permettant d’explorer les relations avec les personnes accompagnées, les rapports de l’écrit à la professionnalité, le renouvellement des formes de l’écrit à partir de la narratologie, l’articulation entre la praxis et une « clinique » de l’accompagnement et enfin de fonder une réflexion sur la place à donner aux littéracies dans la formation initiale et continue et dans l’analyse des pratiques des professionnels concernés. / The topic of this research is education specialists’ professional writing. It is generally assumed that education specialists feel rather uncomfortable with professional writings although language whether, oral or written, IS the work. Moreover, since the early 2000’s, along with the changes implied by the New Public Management reforms, a huge emphasis is put on written activities in this profession. This research examines the real issues hidden behind the claim of an oral tradition explanation from educators specialist. Starting with the constraints (natural, non-natural, narratives, linguistics) that are bearing upon these educators’ professional writing, this work is organized in two parts. The first part is setting up a conceptual frame based on history, words, knowledge and language of educational workers through authors like Michel Foucault, Georges Canguilhem, Paul Ricoeur. The second part focuses on what educators, employed in a non profit organization, actually say about their practices through a quantitative enquiry and on analysis of documents. This non profit organization (OVE) dedicated to persons with special needs, manages 60 institutions and services and employs 389 teachers. To the end this research opens new ways of considering relations between professionals and persons with special needs, connections between profession and writing and, through narrative method, renewed forms of professional writing. Through thinking a new articulation between praxis and the clinical of care, a reflection on the place of literacies and pratices’ analysis is therefore needed in the educational training of this professionals.

Nowadays knowing professional language is an essential part of professional success and career growth for university graduates majoring in non-philological studies. The aim of this dissertation is to contribute to further enhancement and efficiency of foreign language teaching at university level. Based on the theoretical background and confirmation of hypotheses, the paper describes and explains why it is appropriate to include, in addition to training of basic language skills (passive: listening comprehension, reading comprehension, active: speaking and writing) an extra fifth skill: translating into the mother tongue. Undoubtedly, the translating skill helps to improve receptive and productive skills necessary for working with academic text and to facilitate better use of information sources; at the same time, this skill is desirable in corporate practice and in academia. This paper deals with methods of foreign language teaching from both diachronic and synchronous perspectives, with emphasis on the application of translation. It analyses the role of translation in teaching using a specific example; it provides analysis of professional style and some features of professional text; it justifies the importance of translation into the mother tongue; it deals with selected problems of the theory, practice and didactics of translation. The research part is based on quantitative and qualitative analysis of students' translations. It confirms the hypotheses that students have difficulty in translating into the mother tongue and in using various sources of information, and that guidance on how to proceed in translating has a positive influence on them. The research part is followed by some suggestions for specific methodologies and exercises that may be used to integrate translating into professional language teaching at university level, namely for graduates majoring in non-philological studies. The suggestions are based on the author's research results; naturally, they are focused on eliminating possible inaccuracies and mistakes, and also on developing desirable skills.

Ehrenamtliche Deutschvermittlungspraxis will sichtbar gemacht und mit professionellen Ansätzen, Theorien und Forschung in Dialog gebracht werden. Der Fachtag „Deutsch von Anfang an für Flüchtlinge fördern“ (DAFF) ist einer der ersten Schritte, den diesbezüglichen Austausch zwischen Theorie und Praxis anzustoßen und damit eine Grundlage für die Systematisierung und Fundierung ehrenamtlicher Angebote der Sprachbegleitung in den ersten Aufenthaltsmonaten und darüber hinaus, z.B. auf dem Weg in die Arbeitswelt, zu schaffen. Mit Unterstützung des Fachverbandes Deutsch als Fremd- und Zweitsprache (FaDaF) und in Kooperation mit der Initiative Deutschkurse Asyl Migration Flucht (DAMF), einer Projektgruppe des Ausländerrats Dresden, ist der Dialog im August 2016 am Zentrum für Integrationsstudien (ZfI) der TU Dresden initiiert worden. Die vorliegende Dokumentation lässt den ersten Fachtag Revue passieren, fasst die zentralen Ergebnisse zusammen und bietet die Grundlage für einen nachhaltigen Austausch – mit dem Ziel, eine Schnittstelle zwischen ehrenamtlichen und institutionellen Angeboten zu gestalten, Erfahrungs- und Forschungswissen aufeinander zu beziehen und so dazu beizutragen, dass Fachwissenschaftler*innen, professionelle Lehrkräfte und ehrenamtliche Sprachbegleiter*innen miteinander arbeiten und sprechen, anstatt lediglich übereinander zu reden.:Vorwort 5 Grußwort von Petra Köpping, Sächsische Staatsministerin für Gleichstellung und Integration 7 1. Einleitung 9 2. Sprachlehre und Sprachbegleitung zwischen Ehrenamt und Institution: Idee und Tagungskonzept 11 3. Perspektiven zum Thema 3.1 Das Eröffnungspanel 13 3.2 Spannungsverhältnisse und wissenschaftliche Reflexion Rebecca Zabel (Herder-Institut der Universität Leipzig) 14 3.3 Integration durch Sprache Dorothea Spaniel-Weise (Friedrich-Schiller-Universität Jena) 15 3.4 Lehrmaterialien in der Erstaufnahmeeinrichtung Christina Schanzleh (Langenscheidt Verlag) 17 3.5 Ehrenamtlicher Einsatz und Qualitätssicherung Rico Ehren (Initiative DAMF, Student der TU Dresden) 18 3.6 Arbeitsmarktzugang und Arbeitsmarktintegration Solveig Buder (Verein Jugend . Arbeit . Bildung e.V.) 20 4. Erfahrungsaustausch, Fragen und Lösungskonzepte 4.1 Poster und Verständigung 23 4.2 Disqspace – der Diskussion Raum geben 24 5. Abschlussplenum 27 6. Fazit und Ausblick 31 Anhang Qualitätsmanagement natürlich auch im Ehrenamt, Poster von Deutschkurse Asyl Migration Flucht (DAMF) 34 Deutschbuch und Deutschkurs der Heilsarmee Dresden, Poster der Heilsarmee Dresden 35 Das Wormser Modell, ein Weiterbildungskonzept für ehrenamtliche Deutschlernhelfer*innen, Poster von Sandra Sulzer (TU Darmstadt) 36 Serlo ABC: Eine intuitive Open-Source-App zur Alphabetisierung im Selbststudium, Poster der Organisation Serlo 37 Spracherwerb und Verständigung, Poster des Sächsischen Staatsministeriums für Soziales und Verbraucherschutz (SMS) 38 „Deutsch im Keller“, Poster des Netzwerks „Willkommen in Löbtau“ 39 Lernen – Lehren – Helfen (Kooperationsprojekt zwischen der Deutsch-Uni Online und dem Institut für Deutsch als Fremdsprache der Ludwig-Maximilians-Universität), Poster von Anne Biedermann 40

Made available in DSpace on 2016-04-28T18:24:03Z (GMT). No. of bitstreams: 1 Maria Izabel Rodrigues Tognato.pdf: 1935155 bytes, checksum: d5b9e676eb6c002973db4dea833c1014 (MD5) Previous issue date: 2009-05-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis aimed to contribute to the understanding of English Language teacher s work from Elementary and High School, from Public School, in the interior of Paraná State, in Brazil, through the analysis and interpretation of (re)configurations constructed on educational acting in texts produced by teachers from the state school, about this situation of work. This way, we intend to show how the educational work is (re)configured by its protagonists in texts produced by themselves about their professional activity. To develop this study, we adopt theoretical-methodical presuppositions of the sociodiscursive interactionism (ISD) (BRONCKART, 1999/2003/2007, 2004, 2006, 2008), an interdisciplinary area from Psychology, which attributes a fundamental role in the human development to the acting and the language. Considering the work as a way of acting and a factor which leads to the development and, more specifically, considering the educational work, which is institutionally regulated and that has as an intention to form the citizen, we propose to understand the connections between the language, a constitutive aspect of the human being, and the work, a central point for the understanding of the current society. This research investigates, more specifically, the connections between language and the teacher s work considering the different levels through which this work is constituted. We also assume theoretical aspects from the Sciences of the Work as the Ergonomics of the Activity (AMIGUES, 2004; SAUJAT, 2002, 2004) e, more necessarily, the Clinic of the Activity, based on the Psychology of Work (CLOT, 1999/2006; FAÏTA, 2002, 2004, 2005). This inquiry was carried through the procedure of data collection of the instruction to the double, following the perspective of the Psychology of the Work, Clinic of the Activity and Ergonomics of the Activity, taking as a basis the studies developed by Oddone et al. (1981). This procedure could allow the teacher to search for elements that supply subsidies for a critical analysis of theoretical-methodical presuppositions present at his speech, helping him to perform with a greater scientific ability on educational acting seen as work. The speeches of the investigated teachers had been analyzed according to the methodological procedures of the sociodiscursive interactionism (BRONCKART, 1999/2003/2007, 2004, 2006, 2008), considering the vision of education as a work , inspired by the Ergonomics of the Activity and the Clinic of the Activity for the interpretation of the results. We present, in this research, a synthesis of the pressupositions we assume and some questions such as: a) the work; b) educational work; c) work of English Language teacher; considering its connections in the society contemporary and with the language, beyond the c) questions about the procedure of data collection and analysis as well. Finally, we conclude the texts produced through the procedure of the instructions to the double, by the worker, can offer rich subsidies for the understanding of his situation of work. In the case of the educational work, we can not only understand what the professor carries through as what prevents his professional practice (CLOT, 1999/2006). Thus, understanding the constitutive and representative aspects of this work in a better way, it is possible to be more prepared to know how to deal with the conflicts and the choices in search for alternative solutions / Esta pesquisa teve como objetivo principal contribuir para a compreensão do trabalho do professor de Língua Inglesa de Ensino Médio e Fundamental de Escola Pública, no interior do Estado do Paraná. Para isso, desenvolvemos uma análise lingüístico-discursiva de um texto co-produzido por um professor da rede estadual de ensino em colaboração com o pesquisador e fizemos o levantamento das (re)configurações construídas sobre o agir educacional, no e por esse texto. Para chegarmos a nosso objetivo, adotamos pressupostos teórico-metodológicos do interacionismo sociodiscursivo (ISD) (principalmente em BRONCKART, 1999/2003/2007, 2004, 2006, 2008), vertente interdisciplinar da Psicologia, que atribui ao agir e à linguagem um papel fundamental no desenvolvimento humano. Além disso, assumimos aportes teóricos da Ergonomia da Atividade Francesa (AMIGUES, 2004; SAUJAT, 2002, 2004) e também da Clínica da Atividade que se fundamenta na Psicologia do Trabalho (cf. CLOT, 1999/2006; FAÏTA, 2002, 2004, 2005; ROGER, 2007; SCHELLER, 2003). A opção por esses pressupostos teórico-metodológicos de origens diversas justifica-se na medida em que todos esses autores tomam a teoria vigotskiana sobre o desenvolvimento e a concepção de linguagem de Voloshínov/Bakhtin como base de seus estudos. De um lado, o ISD nos permite tomar a linguagem como foco de nossos estudos e analisar os textos de forma bem instrumentada, pois é nos e pelos textos que se constroem as (re)configurações sobre o agir humano e, portanto, também sobre o trabalho. De outro lado, os aportes da Ergonomia da Atividade e da Clínica da Atividade, pelo maior número de pesquisas que focalizam as situações de trabalho, nos permitem construir uma visão mais ampliada sobre o trabalho docente, em suas diferentes dimensões e elementos constituintes. Além disso, é nessas disciplinas que encontramos mais suporte para a idéia de que a descrição do próprio agir, de suas dificuldades e das soluções encontradas, pelos próprios trabalhadores e, no caso, pelo professor, pode nos apontar, de modo mais claro, as diferentes formas de se (re)configurarem os elementos constitutivos desse trabalho, suas relações e suas diferentes dimensões. A nosso ver, isso permite que essas (re)configurações sejam postas em debate, aumentando o grau de possibilidades do agir do trabalhador e, assim, colaborando para seu desenvolvimento e de seu métier, considerando-se o trabalho como uma forma de agir, que tanto pode levar ao desenvolvimento quanto à amputação do poder de agir do trabalhador. A coleta de dados foi realizada por meio do procedimento das Instruções ao Sósia, em que instruções sobre como agir no trabalho são fornecidas à pesquisadora pelo professor participante da pesquisa em uma situação hipotética de substituição, co-produzindo-se o texto que foi por nós analisado no nível organizacional, enunciativo e semântico, conforme proposta de Machado (no prelo). Nele pudemos identificar diferentes figuras do agir , distribuídas em três temporalidades distintas: em momentos anteriores às aulas ministradas, no momento das aulas e em momentos posteriores a elas. Assim, o trabalho docente focalizado se mostra como um agir criativo e auto-prescritivo de preparação de aulas, de atividades e avaliações, como um agir prescritivo para o comportamento e as atividades dos alunos, como um agir organizador do meio ambiente e social; como um agir instrumentalizado, com o uso de diferentes instrumentos, dentre os quais o uso da língua portuguesa como instrumento mediador do ensino de Inglês, e, finalmente, como um agir avaliador das atividades desenvolvidas pelos alunos, envolvendo a correção de trabalhos e testes com a finalidade de retornar aos alunos um feedback sobre suas dificuldades de aprendizagem. Os resultados das análises revelam ainda que a (re)configuração do agir docente mostra seu trabalho de modo genérico, sem especificação dos procedimentos particulares de ensino em sala de aula. Os protagonistas postos em cena na atividade linguageira que se desenvolve durante o procedimento de instrução ao sósia são apenas o professor e a pesquisadora, mas muitos outros aparecem quando se trata da tematização da atividade docente: os alunos, seus pais, a supervisão, os professores da escola, outros professores em geral, o que mostra, assim, um trabalho em que a interação é um dos elementos mais fortes. Com isso, nossa pesquisa aponta para a necessidade de se desenvolver mais estudos, investigações e pesquisas sobre o trabalho do professor, pelo uso desse procedimento

Made available in DSpace on 2016-04-28T18:22:18Z (GMT). No. of bitstreams: 1 Arlete Alves dos Anjos.pdf: 12496567 bytes, checksum: 70ca3b66ce24a121e0667c6ffa908679 (MD5) Previous issue date: 2011-05-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating the senses-and-meanings of teachers from different areas of the curriculum on the Proposta Curricular [Curricular Proposal] and the Cadernos do Professor e do Aluno [Teachers and Students Notebooks] material that is published and distributed by the São Paulo State Education Department as well as their use in the classroom. This study is based on the Socio-Cultural-Historical Theory (Vygotsky, 1934/1998-2001; 1934-1991) and discusses the following key theoretical constructs: teaching-learning and development (Vygotsky, 1934-2001, Newman and Holzman, 2002), emotions (Vygotsky, 1926/2004; 1934-1998; Aguiar, 2001), senses-and-meanings (Vygotsky, 1925-2004; 1934-2001; Aguiar, 2001/2006, Lessa, 2011), language (Vygotsky, 1934-2001, Lacoste, 1998). The study is also based on the concepts of prescribed work and accomplished work (Amigues, 2004; Souza-e-Silva, 2004); local and global knowledge (Canagarajah, 2005), practical and instituted types of knowledge (Souza-e-Silva, 2008, Schwartz, 2007) and on official documents that guide the English teachers practices in the educational context (São Paulo, 2008; Brasil, 1998). Public school teachers from different areas namely: Languages, History and Mathematics - took part in this research. The research methodology used was the interpretive methodology (Moita Lopes, 1996; Erickson, 1986, among others), and data collection was carried out by means of audio recorded interviews - the initial interview was semi-structured (Rizzini, Castro and Sartor, 1999). For data analysis and interpretation, the category of senses-and-meanings was used. Results obtained reveal that the Curricular Proposal meets the expectations of teachers in terms of the content established for all the school years. The research also revealed that teachers renormalize the methodological guidelines prescribed in the above cited Notebooks. In order to carry out these renormalizations, the teachers support their actions on their local knowledge and their professional experience. In summary, one can say that the teachers senses-and-meanings about the Notebooks Proposal are built on the dialectical relationship that is established between that which is prescribed and their own pedagogical practices / O objetivo desta pesquisa é investigar os sentidos-e-significados de professores de diferentes áreas sobre a Proposta Curricular e os Cadernos do Professor e do Aluno prescritos pela Secretaria da Educação do Estado de São Paulo e sua realização em sala. Este estudo está ancorado na Teoria Sócio-Histórico-Cultural (Vygotsky, 1934/1998-2001; 1934-1991) e discute os seguintes pressupostos teóricos centrais: ensino-aprendizagem e desenvolvimento (Vygotsky, 1934-2001, Newman e Holzman, 2002), emoções (Vygotsky, 1926/2004; 1934- 1998; Aguiar, 2001), sentidos-e-significados (Vygotsky, 1925-2004; 1934-2001; Aguiar, 2001/2006, Lessa, 2011), linguagem (Vygotsky, 1934-2001, Lacoste, 1998). Apoia-se também, nos conceitos de trabalho prescrito e trabalho realizado (Amigues, 2004; Souza-e- Silva, 2004); saber local e global (Canagarajah, 2005), saberes práticos e instituídos (Souza-e- Silva, 2008, Schwartz, 2007) e nos documentos oficiais que orientam a prática dos professores no contexto educacional (São Paulo, 2008; Brasil, 1998). Participaram desta pesquisa, professores de diferentes áreas da rede pública de ensino, a saber: Línguas, História, Matemática. A metodologia de pesquisa utilizada foi a interpretativista (Moita Lopes, 1996; Erickson, 1986, dentre outros) e a coleta dos dados foi feita por meio da áudiogravação de entrevistas, sendo a entrevista inicial semi-estruturada (Rizzini, Castro e Sartor, 1999). Para a análise e interpretação dos dados foi utilizada a categoria sentidos-esignificados Os resultados obtidos com base na análise dos dados revelaram que Proposta Curricular atende as expectativas dos professores no que se refere ao estabelecimento de conteúdos para todos os anos. A pesquisa revelou também que as professoras renormalizam as orientações metodológicas prescritas nos Cadernos do Professor e do Aluno. Para realizarem essas renormalizações, as professoras se apóiam em seus saberes locais e sua experiência profissional. Concluindo, pode-se dizer que os sentidos-e-significados dos professores sobre a Proposta e os Cadernos são construídos e reconstruídos a partir da relação dialética que se estabelece entre o que é prescrito e as suas próprias práticas pedagógicas

This thesis concentrates on contexts and view-points, that should determinate the character of activities designed for gifted children in foreign languages classes. This work proposes some methods and ways that are convenient for gifted learners. It deals also with the characteristics of the teacher, who is able to conduct the gifted and the characteristics of the gifted in order to devise such activities that satisfy their special cognitive, emotional and social needs.